Counsel Subordinates TSP Lesson Plan

TRAINING SUPPORT PACKAGE (TSP) TSP Number Title 158-E-1260 Counsel Subordinates
Task Number 158-100-1260 Title Counsel Subordinates Effective Date Supersedes TSP(s) TSP User 10 November 2005 158-E-1260 dated 01 September 1999 Use this TSP in Warrior Leader Course (WLC), Basic Officer Leader Course (BOLC) I (formerly Precommissioning), and Warrant Officer Candidate School (WOCS). Integrate instruction at BNCOC, ANCOC, WOBC and OBC. (Recommended as part of the Develop Subordinate Leaders in a Squad/Platoon task.) The proponent for this document is the Center for Army Leadership, U.S. Army Command and General Staff College, 250 Gibbon Avenue, Fort Leavenworth, KS 66027-2314. Send comments and recommendations directly to: Commandant, U.S. Army Command and General Staff College, 250 Gibbon Avenue, Fort Leavenworth, KS 66027-2314 This product has been reviewed by the product developers in coordination with the Fort Leavenworth (PMO Security Office) foreign disclosure authority. This product is releasable to military students from all requesting foreign countries without restrictions.
Proponent
Comments/ Recommendations Foreign Disclosure Restrictions
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PREFACE Purpose This training support package provides the instructor with a standardized lesson plan for presenting instruction for: Task number: Task title: Conditions: Standards: 158-100-1260 Counsel Subordinates You are a leader in a unit or organization. You determine that you need to conduct a developmental counseling session with a subordinate. Prepared for counseling and conducted a subordinate-centered counseling session which produced a plan of action focusing the subordinate on individual and unit goal accomplishment IAW FM 22-100 (1999 version).
This TSP contains TABLE OF CONTENTS Page Preface Lesson Plan Section I - Administrative Data Section II - Introduction Terminal Learning Objective - Counsel Subordinates Section III - Presentation Enabling Learning Objective A - Describe Developmental Counseling as Outlined in FM 22-100, Appendix C (1999 version) Enabling Learning Objective B - Identify the Correct and Incorrect Counseling Procedures in the Counsel Subordinate Video Enabling Learning Objective C (Optional) - Assess Subordinate Performance Section IV - Summary Section V - Student Evaluation A - Viewgraph Masters B - Test and Test Solutions C - Practical Exercises D - Student Handouts
Appendixes
Counsel Subordinates 10 November 2005 SECTION I. All Courses Including This Lesson ADMINISTRATIVE DATA
COURSE NUMBER COURSE TITLE
Warrior Leader Course (WLC) Warrant Officer Candidate School (WOCS) Basic Officer Leader Course I (BOLC I) (USMA, OCS, ROTC)
Task(s) Taught or Supported
TASK NUMBER
TASK TITLE
158-100-1180 158-100-1271 158-100-1361 158-100-1373
Develop Subordinate Leaders in a Squad Develop Subordinate Leaders in a Platoon Develop A Unit Counseling Program Develop Subordinate Leaders in a Company
Reinforced Task(s) Academic Hours
TASK NUMBER
TASK TITLE
158-100-1140
Communicate Effectively in a Given Situation
The academic hours required to teach this course are as follows:

PEACETIME HOURS/ METHODS MOBILIZATION HOURS/METHODS
Test Test Review Total Hours Prerequisite Lesson(s)
00.05 hr / LE 01:00 hr / SA (out of class) 01:05 hr / CO 01:00 hr / DM 02:10 hr / PE (optional) 02:00 hr / TE NA 04:10 hr.
00.05 hr / LE 01:00 hr / SA (out of class) 01:05 hr / CO 01:00 hr / DM 02:10 hr / PE (optional) 02:00 hr / TE NA 04:10 hrs
LESSON NUMBER
LESSON TITLE
158-A-1110 121-A-8015
Apply the Essential Elements of Army Leadership Doctrine to a Given Situation Recommend Administrative and Personnel Actions (PRE, WOCS)
NOTE:
FM22-100 is under revision and expected for publication as FM6-22 in Spring 2006. Instructors refer to FM6-22 when published. Apply the Essential Elements of Army Leadership Doctrine in a Given Situation is an important prerequisite. It sets the doctrinal framework for developmental counseling based on values, attributes, skills and actions. Apply the Essential Elements of Army Leadership Doctrine in a Given Situation must be taught and understood by the students prior to ELO C being instructed. The Counsel Subordinate TSP will reinforce the counseling requirements outlined in the Recommend Administrative and Personnel Actions TSP. There are no clearance or access requirements for the lesson.
Clearance and Access
References
TITLE ADDITIONAL INFORMATION
Army Leadership (1999 version)
Army Mentorship Handbook
FM 22-100 will be used until FM 6-22 is released. App C, FM 22-100 is provided in the Student Handout. www.armyg1.army .mil/hr/MRC.asp Used for ELO B Used for ELO C
Counsel Subordinates Developmental Counseling
Student Students should read the Required Student Reading (App D) and complete the Note Assignments Students Taking Guide (App D) prior to beginning the course. (The Required Student Reading is an extract from FM 22-100 and the Army Mentorship Handbook.) If students have access to FM 22-100, they should read Appendix C of that publication. If students do not have access to FM 22-100, the reading will be provided as advance material and labeled Required Student Reading. Students can download the Army Mentorship Handbook at www.armyg1.army.mil/hr/MRC.asp (The Army Mentorship Resource Center). If students do not have access to the Army Mentorship Handbook, the reading will be provided as advanced material and labeled Required Student Reading. Students should schedule at least one hour to conduct the reading and complete the Students Note Taking Guide prior to the course. Instructor One primary instructor is required. The primary instructor MUST understand the Requirements counseling principles as outlined in FM 22-100 (1999 version), Appendix C, as well as the mentorship principles as outlined in the Army Mentorship Handbook (January 2005 version) . The primary (and any assistant) instructors should also view the Counsel Subordinates video and complete the Observers Worksheet (located in the instructors solutions, App B) prior to the start of this class. If ELO C is instructed, the Instructor must review the Apply the Essential Elements of Army Leadership Doctrine to a Given Situation TSP and the Developmental Counseling video (specifically video clip 1 and 2). Instructor experience and knowledge is critical for the success of this course. Instructor Note: The elements of Army Mentorship are being inserted in to this TSP and other similar TSPs because of todays current operational environment and an emphasis on mentorship from Senior Army Leadership (Secretary of the Army, the Chief of Staff of the Army, and the Sergeant Major of the Army). Mentorship is a powerful combat multiplier, the tip of the spear that enhances, accelerates, and supports the leader development that is being accomplished by the chain of command. The Army Mentorship Resource Center, www.armyg1.army.mil/hr/MRC.asp, and the Armys AKO Mentorship Community (under Personnel Community) are two great resources available to instructors and students to help facilitate the understanding of and the use of the mentorship program.
Additional This TSP is designed to evaluate the student's ability to counsel. Depending on the Personnel course size, additional instructors are needed to help evaluate the students during Requirements the counseling role-play. Equipment Overhead projector or computer with large screen monitor, video player, television for Required video display. for Instruction Materials Required
INSTRUCTOR MATERIALS:
Viewgraphs or equivalent Power Point presentation.
FM 22-100 (1999 version), Appendix C (for ELO A); Army Mentorship Handbook (January 2005 version); Videotape: "Counsel Subordinates", pin number #710943 (for ELO B); the TSP and all Student Materials. Videotape: Developmental Counseling, pin number #710942, and FM 22-100 (1999 version), Chapter 2 and Appendix B for ELO C.
STUDENT MATERIALS:
Student Handouts (Minus Required Student Reading if students have access to FM 22-100, 1999 version. Classroom, One classroom. (A large classroom will better facilitate the Performance Evaluation, Training Area Part 2, where students role-play a counseling situation). and Range Requirements Ammunition None. Requirements Instructional Guidance Course Map: 1. Instructor provides students with the Student Handout (including required student reading) or the Student Handout, FM 22-100 (without the required student reading) and the Army Mentorship Handbook prior to the course beginning. This can be done in one of three ways: Option 1: Students independently pick up materials at a designated point prior to a given date. Option 2: Instructor holds a pre-course meeting at least one day prior to the beginning of the course. During this session the materials will be given out and overview of the course presented. Option 3: One hour is built into the course for course introduction and completing the pre-course requirements. 2. Students read Required Student Reading or FM 22-100 (1999 version), Appendix C and the Army Mentorship Handbook and then they complete the Student Note Taking Guide (Student Handout, App D). 3. Instructor facilitates a discussion of counseling and the Developmental Counseling Form using viewgraphs or Power Point presentation. 4. Students observe two counseling situations in the video Counsel Subordinates. After each situation, students critique the counseling using the Observers Worksheet. (Worksheets are provided in the Student Handout). The instructor facilitates a discussion
of the counseling using the completed Observers Worksheet contained in Appendix B, Instructor Solutions. After viewing both situations of the video, the instructor will hand out and discuss a completed Developmental Counseling Form based on situation two of the Counsel Subordinate video. A completed Developmental Counseling Form is located in Appendix B, Instructor Solutions. (Note: If video equipment is not available for the training, the instructor should provide a role play demonstration of two counseling situations. The instructor may design the situations or use one of the situations from Appendix C. The instructor should enlist the help of a student to play the role of subordinate.) 5. The instructor assigns each student a counseling situation from Appendix C and explains the testing methodology for the task. Students are given at least 30 minutes of class time to read the assigned situation and complete the Counseling Preparation Form, Performance Evaluation Part 1 for that situation. .6. The instructor places the students into three person groups for the role-play part of the evaluation process. Within the group, students rotate between the roles of the counselor, subordinate, and observer. The observer evaluates the counselor using the criteria on the Observers Worksheet which is collected by the instructor after the roleplay and graded. The counselors are required to use the Counseling Preparation Form (App B) he/she developed for the situation in Step 5 above. The Developmental Counseling Forms (App B) will be collected and graded by the instructor and will count for one-third of the students grade. Note: This method of evaluation assumes that student peers are capable of evaluating counseling. If this is not the case, the instructor must arrange for more instructors. 7. The primary instructor combines the scores from the Counseling Preparation Form, the Observers Worksheet and the Developmental Counseling Form for the overall score on the course. Proponent Lesson Plan Approvals NAME RANK POSITION Mark R. French____________ COL Director, CAL ________________________ ____ ____________________________ DATE 10 Nov 05 ________
SECTION II NOTE:
INTRODUCTION One of the options is to do the introduction in conjunction with handing out the Student Handout. If another option is used, a course overview should be developed and provided to the student with the course materials. Method of instruction: LE Instructor to student ratio is: 1:16 Time of instruction: 00:05 Media used: None/or paper
Motivator
Professional counselors receive years of schooling to learn how to effectively counsel. In the military, all leaders are expected to be able to counsel. In this short period of training on counseling, you will be introduced to the fundamentals of counseling and have the opportunity to apply these fundamentals in some very realistic counseling situations. This training will provide you with a base of counseling skills which you will continue to develop as you grow as a leader. At the completion of this lesson you [the student] will:
Terminal Learning Objective
NOTE: Inform the students of the following terminal learning objective requirements. Counsel Subordinates Given a counseling situation, references, notes, a Counseling Preparation Form and a Developmental Counseling Form. Prepared a Counseling Preparation Form prior to the counseling session, conducted a subordinate-centered counseling session and developed a Developmental Counseling Form during the session. During the counseling session produced a plan of action focusing the subordinates actions on individual and unit goal accomplishment IAW FM 22-100 (1999 version). Safety None Requirements Risk Assessment Level Low
Environmental None Considerations Evaluation The evaluation has two parts: Part 1: Preparation for Counseling (role-play). Instructors will assign students a counseling situation (App C) and provide students at least 30 minutes to read the situation and complete a Counseling Preparation Form (App B). The student will use the completed form during the counseling role-play. At the end of the course, the instructor will score the Counseling Preparation Form according to the criteria in the Appendix B, Instructor Solutions. This is 34% of the final grade.
Part 2. Conduct Counseling (Role-Play). a. Instructor forms the class into groups of three to four to conduct the counseling role-play. Within groups, students rotate between the roles of counselor, subordinate, and observer. The instructor will give each subordinate the subordinates handout which corresponds to the situation being used by the counselor (App C). The subordinate will read the handout prior to the beginning of the counseling session. The counselor will counsel the subordinate for a period of approximately fifteen minutes using the Developmental Counseling Form (App B) he/she prepared earlier for the counseling session. The instructor grades the students completed Developmental Counseling Form. This is 33% of the final grade. b. The observer will evaluate the counselors counseling performance using the Observers Worksheet (App C). The observer will out-brief the counselor on his/her performance at the conclusion of the counseling session. The instructor will provide an evaluation of the Observers Worksheet as part of the students final grade. This is 33% of the final grade. The theory is that the student will have to demonstrate some mastery of the task to correctly evaluate someone else. The quality of that evaluation is what the instructor will grade. The instructor does not need to actually see the counseling session but can evaluate the Observers Worksheet based on the quality of the observations made (not whether they were necessarily accurate or not). Scoring: The Observers Worksheet and the Developmental Counseling Form each constitutes 33 points (each equal one-third of the overall score.) The Counseling Preparation Form constitute 34% of the overall grade. Students must receive a total score of 70 out of 100 possible points to receive credit for this task. Points 90-100 80-89 70-79 0 - 69 Grade scale Final Grade A B C U
Students will receive an A for attaining exceptional mastery of all standards for the course learning objectives. Students will receive a B for achieving all standards for the course learning objectives. Students will receive a C when they marginally meet all the standards for the course learning objectives. Students will receive a U if they fail to achieve any standard for the course learning objectives.
Instructional Lead in
Counseling is an important responsibility of all leaders. Each of you have been counseled at some time in your military careers and/or personal lives and many of you have already or soon will counsel. Unfortunately many leaders reserve counseling for circumstances involving poor performance and problems. This has led to a wide spread perception that counseling is negative. In this training you will learn how to counsel your subordinates in a manner that focuses on subordinate-centered communication and subordinate development. Ask the students to think of reasons for counseling and then relate how each of the reasons cited offers an opportunity for subordinate development. You may also provide examples:
Notes: to Instructor
Example 1. An overweight soldier: It is not a requirement to counsel an overweight soldier so that the paper work is complete for an administrative discharge. The intent of the counseling session is to jointly develop a plan which encourages healthy living habits to include proper diet and exercise which will hopefully lead to retention in the Army. FACT: AR 600-9 does not require a counseling statement to complete the process for an administrative discharge based on Chapter 18, AR 600-9. This regulation does require the commander to inform the soldier in writing (separation consideration letter). This requirement is in Section III, paragraph 20j, AR 600-9, The Army Weight Control Program. Example 2. Counseling associated with poor performance: This counseling should not serve to inform a subordinate that his/her performance is below standard and he/she will receive an unfavorable evaluation. The intent of the counseling is to identify performance standards, obstacles in achieving these standards, and a plan of action to overcome these obstacles. The results of the counseling will be subordinate development through improved performance, not an unfavorable evaluation. Example 3. Have students relate their feelings about receiving / not receiving counseling.
SECTION III A.
PRESENTATION ENABLING LEARNING OBJECTIVE A
NOTE: Inform the students of the enabling learning objective requirements. Describe developmental counseling as outlined in FM 22-100, Appendix C. (1999 version) Given the student reading and in-class presentation. Included the four phases of a counseling session, leader's responsibilities, the definition of mentorship/mentoring, and the different types of counseling situations. Learning Step/Activity 1 Method of instruction: SA Instructor to student ratio is: 1:16 Time of instruction: 01:00 hr (out of class assignment) Media: Student Handout NOTE: The completion of the Student Note Taking Guide is a knowledge-based exercise where the answers are obtained directly from the reading. A completed Student Note Taking Guide is provided in Appendix B, Instructor Solutions. During Learning Activity 2, students will have the opportunity to surface questions concerning the reading and the Student Note Taking Guide. NOTE: Below are three options for providing the students with the course requirements. If Option 3 is used, additional time must be built into the course schedule. Option 1: Students independently pick up materials at a designated point prior to a given date. Option 2: Instructor holds a pre-course meeting at least one day prior to the beginning of the class. During this session the materials will be given out and overview of the class presented. Option 3. One hour is built into the course for course introduction and completing the pre-course requirements. If option 1 or 2 is selected, the instructor will need to develop a course introduction sheet to be included with the Student Handout. If option 3 is selected, one hour must be built into the course schedule to accommodate this option. 2. Learning Step/Activity 2 Method of instruction: CO Instructor to student ratio is: 1:16 Time of instruction: 01:00 hr. Media: Viewgraphs or Power Point Presentation (Appendix A) Appendix A contains slides and note pages to facilitate the one-hour discussion. Slides 1-22 pertain to Learning Activity 2.
1.
Leader Development Responsibilities

Leaders can develop others by providing them with knowledge and feedback using counseling and mentoring. By using both of these principles, a leader can maximize the development of their subordinates and help leave a lasting legacy that acts as a combat multiplier. Why should leaders care about developing their subordinates?
SHOW VGT 1: Leader Development Responsibilities Question: Why should leaders care about developing subordinates? Possible response: Subordinates are the future of the Army and leaders owe it to the Army and future units their subordinates will serve in to develop them and make them better able to accomplish their mission. Frequently leaders will have the opportunity to serve with the same subordinate in a later assignment, so in some ways it is in their own personal interest to make sure that their subordinate continues to develop and improve. SHOW VGT 2: Mentorship
Mentorship
The Army defines mentorship as the voluntary developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect. How is mentoring different from counseling? How are counseling and mentoring related?
VGT 2
Question: How is mentoring different from counseling and how are they related? Possible response: Mentoring tends to be more broad in its reach than counseling and its focus tends to be further in the future than counseling. Counseling and mentoring are related in that they share several traits required to be proficient at either task. Also, both counseling and mentoring are required in the Army Leader Development System. SHOW VGT 3: Elements of Mentorship
Elements of Mentorship

Mutual trust and respect Can be outside the chain of command Maximum potential for uninhibited, direct feedback Realistic expectations and self-perception Todays ambiguous contingency scenarios require good, positive role models/mentors who are imbedded with the Army Values and the Warrior Ethos. Mentorship can help contribute to improving recruiting, readiness and retention. Reference: Army Mentorship Handbook
Mutual Trust and Respect: It is a two way street. Mentors and mentees should work together to build trust by communicating and being available, predictable, and loyal. Outside the Chain of Command: Helps maximize uninhibited feedback and direct feedback. However mentors should be careful not to conflict with the developmental program the mentees supervisor has established for him/her. Mentors should follow regular standards of appropriateness expected of all Army leaders. Realistic Expectations and Self Perception: A mentor should encourage the mentee to have realistic expectations of: their own capabilities, opportunities in terms of present and potential positions and what the mentee must demonstrate to earn the mentors support in his or her personal/professional/career development. A mentor may help define the mentees self perception by discussing social traits, intellectual abilities, talents, and roles. It is important for the mentor to always provide honest feedback.
SHOW VGT 4: Mentorship References
Mentorship
Mentoring, in general, is not a new concept and has been a a part of civilian and military professional and leader development programs for some time. Gen. Peter J. Schoomaker Army Chief of Staff The Army Mentorship Resource Center and the Army Mentorship Handbook www.armyg1.army.mil/hr/MRC.asp
VGT 4
The Armys mentorship resource center and AKO mentorship community are two great resources available to all soldiers, civilians, spouses, retirees and veterans to help facilitate bringing mentors and individuals seeking mentors together in person and online.
SHOW VGT 5: Counseling
Counseling
Subordinate-centered communication that outlines actions necessary for subordinates to achieve individual and organizational goals.
Why should counseling lead to achievement of goals? How is counseling related to leadership?
Question: Why should counseling lead to achievement of goals? Possible response: Counseling is a type of communication which leaders use to empower subordinates to achieve goals. It is much more than providing feedback or direction. Question: How is counseling related to leadership? Possible response: It is communication aimed at developing a subordinates ability to achieve individual and unit goals. Without a goal in mind, or a clear understanding of the goal, the communication may lack focus; the counseling may simply be conversation. Before showing the next slide on subordinate-centered communication, ask the students what the phrase in the slide means to them. SHOW VGT 6: Subordinate-Centered (Two-Way) Communications
Subordinate-Centered (Two-Way) Communication

Subordinates assume an active role in the counseling session and maintain responsibility for their actions. The following skills assist leaders in subordinate-centered counseling: - Active Listening - Responding - Questioning
Why
should the subordinate be active in the session?
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Possible response: Subordinate-centered communication is simply a style of communicating where the subordinate is not a passive listener, but a vital contributor in the communication process. The purpose of subordinate-centered communication is to allow the subordinate to maintain control and responsibility for the issue. This type of communication, where the subordinate plays an active role, takes longer than directive or leader-centered communication. However, subordinate participation is necessary when leaders are attempting to help the subordinates to develop and not simply impart directions or advice. The following skills are helpful in maintaining a subordinate-centered session: Active Listening: Your subordinate needs to know that you are actively listening. You can demonstrate your attentiveness by assuming an attention posture and maintaining eye contact. Give full attention to subordinates; listening to their words and the way they are spoken. In order to listen you have to be QUIET and let the other person talk. Active listening involves listening to what they have to say and the way in which they say it. Listen to the words not spoken and the silence. Notice voice tone, eye contact, facial expression and appearance. Transmit an understanding of the message through responding. Listen more than you speak: Most communication breakdowns occur during the receiving process. Why? Oftentimes, people become so preoccupied with their own thoughts and reactions that they don't really hear what the other person is trying to say. Responding: The leader should check to make sure he understood his subordinate without talking too much; summarizing and interpreting comments demonstrate that the message has been heard and understood. Leaders respond by telling the subordinate, as exactly as they can, what they heard them say and the feelings and attitudes involved. Try not to use words different from what the subordinate said without changing the meaning. Do not respond to the subordinate's message by sending a message of your own, such as evaluating or drawing quick conclusions. Use appropriate eye contact and gestures. Responses that are empathic, supportive, and exploratory are useful, where as those that alienate, criticize, or deliver orders are likely to be dysfunctional. Questioning: If used correctly, questioning serves as a way to obtain valuable information, establish rapport, clarify, and most importantly, facilitate and focus the subordinate's thinking. The questions asked and the manner in which they are asked can either facilitate or hinder the process of communication. The intent of questioning is to allow the subordinate to reach their own conclusions about their developmental success and/ or needs. Questions should be open-ended and require more than a yes/no answer.
SHOW VGT 7: The Leader as a Counselor
The Leader as a Counselor

Leaders have a responsibility to develop their subordinates. During counseling, the leader acts primarily as a helper, not a judge.
When
should a leader counsel to develop subordinates? How can a leader be both an evaluator/judge and a helper/counselor?
Question: When should a leader counsel to develop subordinates? Possible Response: Leaders sometimes contort the meaning of counseling and consider routine feedback and communication counseling. Counseling is much more than telling a subordinate how they are doing. Performed correctly, it can be a time consuming endeavor and for that reason, leaders need to plan for and schedule counseling. Minimum counseling requirements are outlined in both the officer and noncommissioned officer evaluation systems. Additionally, command policies typically require quarterly or monthly counseling for all soldiers within the command. Several programs have counseling requirements associated with them (e.g., reenlistment, family care plan). Under these circumstances the decision to counsel is made for the leader and the leader simply executes. However, there are also times when a leader is not required to counsel, but should choose to counsel. Whenever there is a need for focused, two-way communication aimed at subordinate development, a leader should counsel. Counseling should not be reserved for circumstances involving poor performance or problems. Noting and reinforcing good performance is a very effective way to ensure this behavior continues. Question: How can a leader be both an evaluator/judge and a helper/counselor? Possible Response: It is challenging for a leader to act as both the evaluator and counselor for the subordinate. The best way to assume the role of helper verses evaluator during the counseling session is to be open and honest with the subordinate. There are several leader qualities that can assist the leader in assuming the role of helper.
SHOW VGT 8: The Leader as a Counselor (Cont.)
The Leader as a Counselor(Cont.)

The following qualities help the leader to assume an effective role during counseling: - Respect for subordinates - Self and Cultural Awareness - Credibility - Empathy How do these qualities assist leaders in counseling?
Question: How do the qualities we listed above assist leaders in counseling? Possible responses: It is difficult to achieve meaningful communication without first exhibiting the following qualities. Respect for subordinates: Fosters two-way respect in the relationship which improves the chances of achieving the goals of counseling. Self and Cultural awareness: Self-awareness is a leaders understanding of himself. An awareness of our own values, needs, and biases makes us less likely to project our feelings on to the subordinate. Cultural awareness, as mentioned in Chapter 2 of FM 22-100, is a mental attribute and a part of self-awareness. Leaders must be aware of the similarities and differences between individuals of different cultural backgrounds and how these factors may influence values and actions. Cultural awareness enhances a leaders ability to display empathy. Empathy: A real understanding of how the subordinate sees the situation increases a leader's ability to help. The subordinate is able to quickly tell if the leader "knows where Im coming from. Credibility: Honesty, consistency, and straightforward statements and actions make it easier to achieve meaningful communication. Follow-up ideas to ask: Would you be open to listen to a leader whom you felt did not respect you? .tried to project his values onto you? .was not honest? .did not understand your situation? Show VGT 9: The Reason for Counseling
The Reason for Counseling

- To help subordinates develop in order to achieve organizational or individual goals.
- This overriding theme of subordinate development

includes helping subordinates to improve performance, solve problems or attain goals.
Leaders counsel to develop subordinates. Often counseling is directed by regulation or local policy. While the reason for counseling is to develop subordinates, leaders often categorize counseling based on the topic of the session. NOTE: The different categories of counseling will be discussed in a few slides Show VGT 10: Approaches to Counseling
Approaches to Counseling
Directive Nondirective Combined
There are as many approaches to counseling as there are counselors. An effective leader approaches each subordinate as an individual and probably never uses exactly the same approach with all subordinates. There are three main approaches to counseling - the directive approach at one extreme, the nondirective approach at the other, and the combined approach in the middle. These approaches all differ in the techniques being used, but they are similar in keeping with the overall purpose and definition of counseling. The major difference between these three approaches to counseling is the degree to which the subordinate participates and interacts within the counseling session.
The directive approach is more counselor-centered versus subordinatecentered. In this approach, the leader does most of the talking and tells the subordinate what needs to be done. The nondirective approach to counseling is subordinate-centered. This is the preferred approach in most situations. In the combined approach, the leader uses part of the directive and nondirective approaches; the combined approach emphasizes that the subordinate must be responsible for the planning and decision making. SHOW VGT 11: Counseling Cycle Continuous Process
Counseling Cycle Continuous Process

EXIT INTERVIEW OER / NCOER ARRIVE AT UNIT - Sponsorship - Reception and Integration
PATHWAY TO SUCCESS
Initial OER / NCOER Counseling (30 days) JODSF / NCOER Checklist Periodic Review of OER Support Form (Rater/ SR Rater)
JODSF / NCOER Checklist Event: Non-select for school / promotion
Personal Issues
JODSF/NCOER Checklist
MIDPOINT 6 MONTHS
Counseling is a continuous process that starts when the soldier arrives at the unit and continues throughout the soldiers time within the unit. The final counseling a soldier receives is during his/her exit brief. The first counseling a soldier receives is the sponsorship and reception and integration counseling. This is followed up by the initial JODSF/NCOER/OER counseling (30 days). On a quarterly basis, soldiers receive either JODSF, OER or NCOER counseling. NOTE: Counseling for enlisted soldiers PVT -SPC is usually mandated by local policy. Usually, leaders have a responsibility to counsel PVTSPC on a monthly basis. SHOW VGT 12: Categories of Counseling
Categories of Counseling
Personal - Event Oriented

Reception and Integration Positive Performance Referrals
- Crisis - Separation - Promotion Counseling - Corrective Training
Performance and Professional Growth

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Leaders often categorize developmental counseling based on the topic of the session. There are two major categories of counseling: Event-oriented and Performance/Professional Growth counseling. Event-oriented counseling involves counseling a subordinate concerning an eventoriented situation. Counseling under this category includes, but is not limited to: specific instances of excellent performance, reception and integration, crisis, referral, promotion (not recommended for promotion without waiver), corrective training, and separation counseling. Professional growth counseling includes planning for the accomplishment of individual and professional short and long term goals based on an established time line. The purpose of performance counseling is for the leader to communicate an assessment of the subordinates duty performance during the past rating period. If the subordinate has a specific problem, event counseling should be used to resolve those problems prior to the performance counseling. Pathway to Success counseling is future oriented counseling that establishes near and long term goals and objectives. Near term is defined as less than 1 year while long term is defined as greater than 2 years but less than 5 years. Discussion may focus around additional schooling, future duty assignments, special programs, and reenlistment options. While these categories help leaders organize and focus counseling sessions, they should not be viewed as separate and distinct types of counseling. For example, a counseling session that focuses on resolving a problem may also have a great impact on improving duty performance. SHOW VGT 13: Common Counseling Mistakes
Common Counseling Mistakes
Leaders:

Likes Dislikes Biases Prejudices
Effective leaders also avoid common counseling mistakes. A leaders likes, dislikes, biases, and prejudices are potential pitfalls that can interfere with the counseling relationship. Leaders should also avoid common mistakes such as: personal biases, rash judgements, stereotyping, loss of emotional control, inflexible methods of counseling, and improper follow-up. SHOW VGT 14: The Counseling Session
The Counseling Session

1. 2. 3. 4. Open the session Discuss the issue Develop a plan of action Close the session
The phases of a counseling session guide the counselor. They are not a series of steps which one must follow in a rigid sequence. The following slides provide an overview for each of the different phases of the counseling session. SHOW VGT 15: Open the Session
(1) Open the Session

- State the purpose of the session. - Establish a subordinate-centered tone.
How
does a counselor establish a subordinate centered tone? Why is it important to state the purpose of the session?
Question: How does a counselor establish a subordinate-centered tone? Possible Response: One technique to establish a subordinate-centered tone early in the session is to invite the subordinate to speak. Not all counselors or subordinates feel comfortable with phony icebreakers such as bringing up the weather or the local sports teams. There is no need to put on airs in a counseling session. Simply let the subordinate know that you want to help the subordinate develop a plan to achieve goals. Question: Why is it important to state the purpose of the session? Possible response: A clearly stated purpose of the counseling session will focus the communication. Counseling sessions are not fact-finding investigations, solutions to problems, or a forum to give one-sided performance feedback. A clearly stated purpose of the session can set a comfortable tone and lead to an open and productive session.
When applicable, the leader and subordinate start the counseling session by reviewing the status of the previous plan of action from their last counseling session. SHOW VGT 16: Discuss the Issue
(2) Discuss the Issue

- Jointly develop an understanding of the situation. - Support points with facts or observations. - Establish relevance between the issue and individual or unit goals.
How
does a counselor jointly develop an understanding of the situation? Why is it important to support points with fact or observations?
Question: How does a counselor and subordinate jointly develop an understanding of the situation? Possible response: A joint understanding of the situation is a critical step in the counseling process. This joint understanding allows the leader to examine the situation from the subordinates perspective and the subordinate examine the situation from the leaders perspective. The leader does not have to agree with the subordinates perspective, but it is important that the subordinate feels that the leader has made a genuine attempt to understand his/her perspective. If the leader and the subordinate do not agree upon the issue, the subordinate may resist involvement in the development of the plan of action. The best way to develop a joint understanding is to let the subordinate do most of the talking. The counselor should bring the issue to light using the skills of listening, responding, and questioning. Leaders do not need to dominate the conversation, but help the subordinate come to an understanding of the issue. Question: Why is it important for both the leader and subordinate to support points with facts and observations? Possible response: Both the leader and subordinate should provide examples or cite specific observations to reduce the perception that either one is unnecessarily biased or judgmental. If specific examples are provided, the subordinate and the leader will be less likely to become argumentative during the session. It is important to initially specify the behavior only, without passing judgment. Ask the subordinate if your description of the behavior is accurate.
SHOW VGT 17: Develop a Plan of Action
(3) Develop a Plan of Action

- Actions should facilitate the attainment of
goals. - Actions should be specific enough to drive behavior. - Plan may entail contacting a referral agency.

Why must the plan be a plan of action? When should the plan include a referral?
Question: Why must the plan be a plan of action? Possible response: A plan of action is simply a plan which addresses the intended actions to achieve the desired result. The plan is what the subordinate must do to achieve the agreed upon goal, whether it be to improve performance, solve a problem or attain a career goal. Counseling is just talk unless there is a plan to energize good intentions into action. It is a good idea to document the plan of action to help the leader and the subordinate stay focused on the plan and to facilitate follow-ups to the counseling. A specific and achievable plan of action sets the stage for successful development. Many times the leader does not have the expertise or the resources to achieve the goal of the counseling. In these situations, the leader should recognize his limitations and include a referral as part of the plan of action. SHOW VGT 18: Close the Session
(4) Close the Session

- Summarize the counseling session. - Discuss implementation of the plan; check for understanding and acceptance. - Identify leaders responsibilities.
What
happens when a soldier does not accept the plan of action? What is follow-up and why is it necessary? What is the leaders role in implementing the plan?
VGT 18
Question: What happens when a soldier does not accept the plan of action? Possible response: Leaders should try everything possible throughout the counseling session to ensure that the subordinate accepts the plan of action. It is unrealistic though to think that subordinates are going to accept every plan. If the subordinate does not accept the plan, the leader should review the plan to ensure that it is realistic, valid, and adheres to the standards within the unit, and then the approach to counseling takes a more directive mode. Question: What is follow-up and why is it necessary? Possible response: The leaders responsibilities after the counseling session are a very important part of the counseling process. It includes the leaders support through implementation of the plan and observation and assessment of the plan. Leaders can support the subordinate in many ways: teaching, coaching, providing resources, such as time, equipment, training aids, etc. During observation and assessment of the plan, the leader may choose to modify the plan or take other actions that include additional counseling, referrals, informing the chain of command or corrective measures. It is important that leaders do not wash their hands of the issue once the counseling session is over. Question: What is the leaders role in implementing the plan? Possible response: Just as it is a leaders responsibility to counsel, a leader must also observe the implementation of the plan and take appropriate actions after counseling. SHOW VGT 19: Preparation for Counseling
Preparation for Counseling

1. 2. 3. 4. 5. 6. 7.

Select a suitable place Schedule the time Notify the subordinate well in advance Organize the information Outline the components of the counseling session Plan a counseling strategy Establish the right atmosphere
Can counseling occur spontaneously without formal preparation? What is an appropriate time? What should a leader tell the subordinate?
VGT 19
Question: Can counseling occur spontaneously without formal preparation? Possible response: Counseling can occur spontaneously, taking advantage of mutually occurring events, however this spontaneous counseling is more appropriately termed feedback when it does not conform to the basic tenets of counseling (subordinate centered and results in a plan of action outlining actions necessary for subordinates to achieve individual and unit goals). Leaders should counsel in an environment free from distractions where the leader and the subordinate can communicate freely. Question: What is an appropriate time to counsel?
Possible response: Leaders should counsel subordinates during the duty day. After duty counseling may be rushed or perceived as unfavorable. The length of counseling depends on the complexity of the issue. As a general rule counseling should not last more than one hour. A leader should notify the subordinate of why, where, and when counseling is to take place and what the subordinate should do to prepare for the session. The subordinate should provide the leader required products to review two or three days before the scheduled session to allow for presentation. The leader should review all pertinent information and should focus on specific and objective behaviors that the subordinate must maintain or improve on as well as a plan of action with clear and obtainable goals. SHOW VGT 20: Preparation for Counseling
Preparation for Counseling

1. 2. 3. 4. 5. 6. 7.

Select a suitable place Schedule the time Notify the subordinate well in advance Organize the information Outline the components of the counseling session Plan a counseling strategy Establish the right atmosphere Why should a leader prepare an outline? What is a counseling strategy?
Question: Why should a leader prepare an outline? Possible response: An outline forces you to think about the counseling. The outline should not be thought of as an additional requirement to make the process even more time consuming, but as an instrument to ensure that the counseling will be effective. In the process of outlining the counseling session, the leader should devote time to thinking about and making notes on the purpose of the session, points relevant to the issue, possible questions, possible actions, etc. With an outline, leaders will not forget to bring up key points, ask important questions, or relate the issue to a goal. An outline is a way for you to ensure you are well prepared for counseling. Question: What is a counseling strategy? Possible response: A counseling strategy is how the leader plans on developing the counseling session to achieve the intended results. Some subordinates readily participate in the counseling, while others resist involvement. Some subordinates will want to dispute every statement while others will readily agree to anything. Some will understand hints and the leader's intent, while others will need things explicitly stated. It is difficult to know how subordinates will react to each counseling session. Base your strategy on the personality of the subordinate and the nature of the issue. Although you should prepare a counseling strategy, you must be prepared to adjust that strategy as the counseling session develops and you are provided additional information.
Establishing the right atmosphere promotes two-way communication between the leader and the subordinate. Some situations may require a relaxed atmosphere and some may require a more formal atmosphere. SHOW VGT 21: Recording Counseling
Recording Counseling
Why
should a leader document a counseling session? What type of counseling sessions require written records of counseling?
Although requirements to record counseling sessions vary, it is always a good idea to document the key points of a counseling session so that, at a later date, the leader can refer to the agreed upon plan of action. Documentation serves as a ready reference of a subordinates accomplishments, improvements, personal preferences, or problems. Certain Army regulations require written records of counseling, i.e., Bar to Reenlistment, administrative separation chapters, and overweight counseling are examples. In those cases where separation is likely, the leader must maintain accurate counseling records. SHOW VGT 22: Developmental Counseling Form
DEVELOPMENTAL COUNSELING FORM
NAME (Last, First, MI) Organization Rank/Grade Date of Counseling Name and Title of Counselor
PART II - BACKGROUND INFORMATION Purpose of Counseling:
PART III - Summary of Counseling Key Points of Discussion:
Instructor Note: A copy of the Developmental Counseling Form (App D-74) and instructions on how to complete the form is provided in the Student Handout and/or Appendix C, FM 22-100 (1999 version). The Developmental Counseling Form aids and guides the leader in conducting and recording a counseling session. This slide shows the main parts of the front side of the form. During the Purpose of Counseling portion of the counseling session, the leader states the reason for the counseling, e.g., Performance/Professional or Event-oriented counseling and includes the leader's facts and observations prior to the counseling. If applicable, the leader and subordinate start the counseling session by reviewing the status of the previous plan of action. The Key Points of Discussion portion of this form was discussed during slide 15. Discuss the Issue. SHOW VGT 23: Plan of Action
Plan of Action:
Session Closing:
Individual counseled: I agree / disagree with the information above Individual counseled remarks:
Signature of Individual Counseled Date
Leader Responsibilities:
Signature of Counselor Date
PART IV - ASSESSMENT OF THE PLAN OF ACTION Assessment:
The plan of action outlines actions that the subordinate will do after the counseling session to reach the agreed upon goal(s). The actions must be specific enough to modify or maintain the subordinates behavior and include a specific time line for implementation and assessment (Part IV of the form). Developing a plan of action was discussed during slide 16. During the session closing, the leader summarizes the key points of the session and checks to see if the subordinate understands the plan of action. The subordinate circles either agree or disagree, provides remarks if appropriate, and signs/dates the form. Close the counseling session was discussed on slide 17. In the leaders responsibilities block, the leader annotates his/her responsibilities in supporting/assisting the subordinate implement the plan of action. Support may include teaching, coaching, or providing time and resources. Appropriate measures following counseling include follow-up counseling, making referrals, informing the chain of command, and taking corrective actions.
During the assessment portion of the plan of action, the leader and subordinate review the plan of action to determine if the desired results were achieved. The date for this assessment should be determined by the leader and subordinate during the actual counseling session (i.e. next week, next month, next quarter, etc). As counseling sessions progress, the assessment of the plan of action becomes the starting point for future counseling sessions. B. ENABLING LEARNING OBJECTIVE B
NOTE: Inform the students of the enabling learning objective requirements. Action: Conditions: Standard: Identify the correct and incorrect counseling procedures in the Counsel Subordinate video. Using the Counseling Subordinate video and the Observers Worksheet. Correctly identify 14 out of 20 questions on the Observers Worksheet.
Learning Step/Activity Method of instruction: DM Instructor to student ratio is: 1:16 Time of instruction: 01:00 hr. Media: Counsel Subordinate Video, Student Handout (Observers Worksheets), VGTs 24-26. SHOW VGT 24: Counseling Demonstration
Counseling Demonstration
- Observe the counseling session and evaluate the session using the Observers Worksheet.
Instructor Note: Introduce the Observers Worksheet to the student before the demonstration. a. During this learning activity, use the Counsel Subordinate video provided to demonstrate two counseling sessions. The students will observe and evaluate each of the sessions using the Observers Worksheet(s) provided in the Student Handout.
SHOW VGT 25: Observer's Worksheet
Observers Worksheet
Case Study: __________________________
Instructions: Rate the counselor on the items below using the scale provided. 0 | Not at all 1 | Poor 2 | Marginal 3 | Satisfactory 4 | Very good 5 | Excellent
1. Components of the Counseling Session:

A. Open the session.
Stated the purpose of the session and established a subordinate-centered tone.
____________ ____________ ____________ ____________
B. Discuss the issue.

Developed a mutual understanding of the situation.
C. Develop a plan of action.

Jointly identified actions to either solve problem, improve performance, or achieve goals.
D. Close the session.
Summarized key points, checked acceptance of plan of action, established follow-up measures .
2. Leader Counseling Skills

A. Active Listening
Gave full attention to subordinate, maintained appropriate eye contact and made appropriate gestures.
____________
B. Responding
Checked understanding by paraphrasing or summarizing.
____________ ____________ ____________
C. Questioning
Asked open ended questions to gain information or provoke thought.
Total Score: ...........................................................................
Ask students to evaluate counseling using whole numbers, i.e., 0,1,2... Note that comments should be provided for all seven questions shown here, on the reverse side of the form. SHOW VGT 26: Observer's Worksheet (Cont.)
3. Comments should be provided on each component of the counseling session and leader counseling skills listed on the front side of this form:
Overall strengths of the counseling session:
Areas where improvement is needed:
Name of Counselor: ____________ Signature: ________________ Date: ________ Name of Observer: _____________ Signature: ________________ Date: ________
c. After each counseling session demonstration, discuss with the class what the strengths and weaknesses of the counseling sessions. Use the Observers Worksheet to guide this discussion. Observers Worksheets pertaining to the two video situations are provided in Appendix B, Instructor Solutions. The class may have valid comments beyond those listed in the solution. d. After viewing the video, the instructor will hand out and discuss a completed Developmental Counseling Form based on situation two on the Counsel Subordinate video. The completed Developmental Counseling Form is located in Appendix B, Instructor Solutions. This example should assist the students in their preparation of a Developmental Counseling Form during the examination phase of this TSP.
NOTE: If the video tape or video equipment is not available, conduct two live counseling demonstrations. Incorporate observations provided on the Observers Worksheets in Appendix B into the demonstrations. Instructors may use one of the situations from Appendix C for the demonstrations. ELO C IS OPTIONAL ; THIS ELO WILL ONLY BE TAUGHT IF TIME PERMITS. IF NOT TAUGHT, PROCEED TO SECTION IV SUMMARY AND VGT 33 C. ENABLING LEARNING OBJECTIVE C
NOTE: Apply the Essentials of Leadership Doctrine in a Given Situation is an important prerequisite to this ELO and must be taught and understood by the students prior to this instruction. It sets the doctrinal framework for developmental counseling based on values, attributes, skills and actions. Action: Conditions: Standard: Assess subordinate performance. As a leader, given instruction about emerging leadership doctrine outlined in FM 22-100 (1999 version), small group discussion and practical exercises, visual observations, and a specified time limit. Included the following: -written record of the observation using the START format - observation categorized according to appropriate leadership dimension (FM 22-100, 1999 version)
1.
Learning Activity 1: Record an observation of a subordinates performance. Method of Instruction: PE Instructor student ratio: 1:16 Time of Instruction: 01:00 Media: VGTs /Video (Developmental Counseling) Until now, we have discussed methods for providing feedback to soldiers in the form of counseling. Counseling, however does not just happen because we want to counsel. As we have often said, counseling is to be used for development. But, to develop what? In this part of the lesson, well look at what should go on before we ever get to a counseling session. We look at how to observe the behavior of a subordinate and to assess whether that behavior is meeting established standards. The Observe, Assess, Coach, and Counsel (O/A/C/C) model is a process applied by leaders to develop their subordinates. Developing subordinates, like so many other skills we must master in the Army, takes practice. There is a straightforward process that helps to organize and make effective our approach. Observe Behavior. Part of what "observing" entails, however, comes before the actual observations can take place. A leader has to decide when and where observations of a subordinates performance can best be made. In nearly all cases, we want to observe a subordinates performance without looking for a specific thing. We take note of performance as it occurs, as objectively as possible, because we dont want to bias what it is we see. There are times, however, when we might want to follow up a specific performance indicator perhaps as a follow-up to developmental counseling. To do so is okay, but know that it is not a perfectly objective approach.
Time is always scarce, so a leader needs to maximize those observation opportunities. Once determined, leaders must give these performance observations their undivided attention and maximum focus. Focus on pure behaviors, don't make any evaluations, yet. Just the facts are important. All observable behavior may be important (i.e., verbal and nonverbal; gestures; commands; and periods of inactivity) because performance snapshots will be combined to provide deeper insight about a subordinates developmental strengths and weaknesses. Even though you plan to observe, there are also many times when you, as a leader, will merely stumble onto observations of your subordinates. No plan, no focus you just see or hear something that merits your attention. Here are some things to keep in mind about observing: SHOW VGT 27: Observe Behavior
Observe Observe Behavior Behavior

All acts (verbal and nonverbal), appearances, and All actsare (verbal nonverbal), appearances, actions validand opportunities for assessment and actions are valid opportunities for assessment Ensure observations are complete Ensure observations are complete Observations must be objective Observations must be objective
- Focus on every relevant behavior: verbal and nonverbal, appearance, and responses to the subordinate's behavior by peers/other subordinates. - Ensure the record of observations is complete. Observe everything from the beginning to end without distracting or interfering with the subordinate's performance (obviously, you'd want to step in if a risk to safety was observed). - Ensure the record of observations is objective. Avoid biased perceptions (especially those biased by the way you would have done something) and split-second judgments. QUESTION: As leaders, where can we make observations of a subordinate leader's values, attributes, skills, and actions? Possible response: Everywhere! - the field, in garrison, formations, the motor pool, etc. QUESTION: The key here is to realize that observation is NOT a passive activity. What does that mean: not a passive activity? SHOW VGT 28: Record Behavior
Record Behavior
Note and record elapsed time Note actions not taken. They are equally important Use direct quotes when possible Use bullet comments rather than complete sentences Record behaviors in chronological sequence Do not allow winning, losing, or mission accomplishment to influence recorded behaviors Use START format

Possible response: Leaders will only "see" what they're looking for, so once they've decided where and when to observe, they must be on the look-out for all the subordinate's behaviors relevant to the leadership dimensions. Without "having the facts," made possible by objective observation, leaders often lack the credibility, and the confidence to justify their observations with subordinates. Having detailed and clear notes about observations are the leader's key to being able to address concerns with subordinates. RECORD observations by the most reliable and effective method available (paper and pencil; video, tape recorder, etc.) during, or as soon after the behavior as possible. Record exactly what is seen. This requires leaders suspend judgment, postpone classifying, and forget ratings while recording data. This is really tough to do, but we've got to try our best because the integrity of the entire process relies on quality observations. If observed, record behaviors during the planning and preparation periods of the activity. Record behaviors in the order in which they occur during the activity. Here are some general tips about recording to keep in mind: - Periodically note and record elapsed time. - Record what is observed, including any required actions not taken by the leader during the activity. These are easy to overlook. - Use as many direct quotes as possible. - It is not necessary to record in complete sentences; communication of the important information is the key to being able to follow it up later with the subordinate. - Record behavior in chronological sequence. This is very important, and often helps re-create the example for the subordinate during counseling. - Do not allow the atmosphere of winning or losing in a group situation, or mission accomplishment in a tactical situation, affect or influence recording the subordinate leader's behavior. Instructor Note: Place the acronym START on the board for use during this portion of the session. Walk the students through the use of START on an adjacent board. (KEEP VGT 27 ON). Announce to the students:
In addition to the general recording techniques listed on the VGT, the acronym, START, is an easy and recommended way to organize one's observations. S - Situation. Record the situation in which the leader is involved such as: "Team Leader in a tactical field environment." T - Task. Describe the task assigned to the leader such as: "Team Leader required to issue Operations Order to fire team." A - Action. As accurately as possible, record all actions taken by the Leader during the accomplishment of the task. This is the bulk of the recorded data, i.e. Issued IAW 5 para format; oriented all to terrain model and map; had subordinates present briefbacks to ensure understanding. R - Result. What resulted from the leader's actions? (What happened?) What is the effect on soldiers, the team, mission/task accomplishment. Subordinates had clear concept of the mission, and of their responsibilities. T - Time. Always include the time the event occurred, as well as the duration of the event (start and stop times, fine) and times when any critical events, or actions took place. 12 Sep 97, 2100-2130 hrs Here's another example of what it might look like. Instructor Note: Show VGT 29 (START). Show one side of VGT 29 at a time. First the "right" way to do it by covering the right side of the slide. Then show the "wrong" way and ask the students to explain why it is wrong.
EXAMPLES Using the START Form

RIGHT WRONG
RAINY, COLD, NO SLEEP HARD PHYSICAL AND MENTAL TASK SQD FAILED TO ACCOMPLISH TASK IN ALLOTTED TIME
S T A R
FTX; AT THE LDR REACTION CRS EXECUTE LEADER REACTION CRS SGT SMITH ANALYZED THE REQTS, DEVELOPED A PLAN, AND BRIEFED IT TO SQD MEMBERS PLAN WAS ISSUED USING 5 PARA. FORMAT. SQD MEMBERS HAD CLEAR TASKS TO DO. SQD EXECUTED 3 STATIONS TO STANDARD 12 SEPT 97; 2200-2300 HRS.
SQD HAD TO RE-DO THE TASK TWICE
NIGHT TIME
Instructor Note: Possible response to why these "wrong" answers are wrong: Rainy: This is not a situation; these are conditions of a situation Hard physical and mental task: This is not a task SQD failed to accomplish task in allotted time: This doesn't identify what the task is - it is not specific enough.
Squad had to re-do the task twice: This is not specific. Needs to address what the effect is on soldiers, the team, mission/task accomplishment. Nighttime: This does not identify when the event occurred, as well as the duration of the event (start and stop times) Okay, let's try it. Take a couple of minutes to apply START, as illustrated on the VGT, to the following brief video clip segment, recording your observation as a group. Ill play the video clip twice. Instructor Note: Show Segment #1 and 2 of the Developing Subordinates Videotape (the start- and end-points are indicated on the video it is about 1 minutes, total. The video is set-up to automatically play the identical segment twice, with a 30-second break in between to enable notes). Tell the students to FOCUS ON SGT McWILLIAMS, the Asst. SL. Instructor Note: Conduct a check on learning by having the students either post their solutions on the board, or share their recorded observation verbally. After hearing a few students present their solution, ask the other students to identify and critique each START component of the observation. Ensure students understand how to correctly use the START format. START for the Segment #1 and 2 video clip would look like this: Assign a student to document the class (approved as correct) solution on the board to enable reference later. S: T: A: R: T: Squad at FTX; at river crossing site Lead squad patrol Conducted land navigation, tactical movement of the squad Squad arrived at wrong crossing site 12 September 97, 1300-1430.
QUESTION: Was everyone's observation the same? Why not? Possible response: Probably not exactly the same, but the elements are likely similar. We all see the world in slightly different ways. Whats important is that we attempt to be as thorough and objective in our observation as possible. The key to making effective observations is to document what you see, as accurately and objectively as possible, and to apply those observations as the basis for leadersubordinate communications. This is a key step: If you don't record the behavior correctly you can't categorize or rate it later. QUESTION: Why might multiple observations prove better than a single observation when trying to identify a subordinate leader's developmental needs? Possible response: Multiple observations are much more reliable. Multiple observations provide more data-points from which to draw conclusions about a subordinates true performance. Theyre less likely to represent random behaviors on the part of the subordinate, as well as your random moods and biases as the observer/leader. QUESTION: What other sources of information are there about a subordinates performance?
Possible response: Other NCOs with whom the subordinate may have been attached for a work detail, or SDd. Perhaps the Platoon Sergeant or the 1SG have made some observations which would benefit in the development of your subordinate. 2. Learning Activity 2: Classify leadership behaviors according to the leader dimensions. Method of Instruction: PE. Instructor to student ratio: 1:16 Time of Instruction: 0:40 hr. Media: VGT. Student Handout: Classification and Rating Exercise Instructor Note: The students will need to read and be familiar with the leadership dimension portion of FM 22-100 (1999 version), Chapter 2 and Appendix B, prior to the start of this lesson. These dimensions were discussed during the Essentials of Leadership Doctrine in a Given Situation; that is why that class is a prerequisite for this ELO. 1. Classify Observations. We now move to the next step of the observe, assess, coach, and counsel model, Classify Observations. An important feature in the "assessment" process is accurately classifying observations based on the leadership dimensions. Observations are only useful to the leader and the subordinate being developed as long as they can be classified accurately and in terms of our doctrinally based Leadership Dimensions. Just like trying to always remain objective in observation, classification of observations in accordance with the leader dimensions isn't always easy, but it always must proceed Rating. Classifying is the key to rating: determining what dimension applies before deciding how well a subordinate is doing it. Similarly, classifying is key to developing appropriate developmental actions addressing a subordinates needs: what dimensions need improvement before determining how to fix them. When classifying behaviors soon after recording an observation, keep these basic rules in mind: SHOW VGT 30: Classify Behavior
Classify Behavior

Use all written, verbal, and non-verbal information Use leadership dimensions definitions and associated behaviors Though a behavior may fit more than one dimension, list it under the most appropriate one (best fit) Look deeper than just the obvious dimension to see complex behaviors
- Use all written, verbal, and non-verbal information (e.g. plans, orders, AARs, etc.) -. Understand and apply the precise definitions of the leader dimensions to assist in classifying behaviors.
-. Some observations may fit more than one dimension. If a behavioral example is difficult to precisely classify by leader dimension, list it under the most appropriate dimension. Instructor Notes: Write the following vignette on a butcher block or on the board ahead of time so that the example will not have to be read to the students. Save the example, it will be used again in LA # 3 Here's an example of how to classify behavior: Suppose I observed and recorded the following behavior: (point to the written example so that the students can read the vignette) "An Assistant Squad Leader who used the reverse planning process to insure his unit would cross the line of departure on time. He considered the condition of the route, and also adjusted the timetable to account for movement at night." QUESTION: To classify the dimensions involved, I would first see if any actions might apply - Any? Then, if any skills apply - ANY? Then if any attributes apply ANY? And lastly, if any values apply - ANY? Possible response: Actions Planning; maybe Assessing. Skills Technical. Attributes - Mental. Values duty. Again, did everyone notice in this example how simple behaviors entailed multiple, overlapping leadership dimensions. Instructor Note: Solicit the class for any questions. Then, distribute the Classification Exercise (Appendix D) to the students and direct them to complete the first few observations. Advise the students to IGNORE THE RATING component for now. The discussion among students is valuable so encourage it - but push them to work quickly (they won't have much time in the field to debate these issues). - After about 5-8 minutes, call on various students to share their solution to a given exercise in the Classification/Rating Exercise handout, and solicit a critique and discussion among the other students for each of the five examples. - Have the students keep their classification exercises handy for additional group work in a few minutes. - Once students demonstrate a reasonable grasp of the classification procedure, ask the class to classify the observation they recorded earlier of SGT McWilliams (Video clip #1, Developmental Counseling Video). QUESTION: Into what leadership dimensions would you classify SGT McWilliams behavior? Possible response: Technical (map reading; navigating), tactical (leading squad), executing (patrolling). Instructor Note: Take just a minute to have the students summarize the highlights of the instruction, so far, before proceeding to Rating. QUESTION: Lets take a minute to summarize before moving on. What does the START acronym remind us to do? Possible response: "Record the Situation, Task, Activity, Result, and Time."
QUESTION: At what point do you classify a behavior? Why? How? Possible response: Classification is done AFTER an observation is recorded. Classifying must be done after the observation to ensure absence of bias, and BEFORE rating so that one knows what dimension applies before a rating can be determined. HOW: See what actions might apply, then skills, then attributes, then values. 3. Learning Activity 3: Rate leadership behaviors. Method of Instruction: PE. Instructor to student ratio: 1:16 Time of Instruction: 0:30 hr. Media: VGT/VT Instructor Note: -Solicit the class for any questions. QUESTION: Where does that put us in terms of the Observe-Assess framework? ANSWER: ASSESS, still. QUESTION: Its sometimes difficult for people to understand the difference between evaluating and developing subordinates. When we write an NCOER were evaluating. How is rating in the observe/access/coach/counsel model different than the rating done on an NCOER? Possible response: Evaluating is rating performance in terms of ones currently assigned position. A Team Leader, for instance, receives an NCOER reflecting how well he/she performs as a Team Leader. Development, however, is focused on improving a subordinates potential. In this case, to develop a Team Leader we rate observations based on performance required of a Squad Leader. Evaluation is an assessment of current performance. DEVELOPMENT MEANS GROWTH. The leader must look beyond whats required today of the subordinate, and help further develop that subordinates potential for ever-increasing responsibilities. There are some cases where the subordinate isn't getting it right in his or her current position. Obviously, in those cases, leaders must focus development to help the subordinate achieve standards required of the current position. QUESTION: So, when assessing subordinates, how do we determine what the standard is for rating observations of subordinate values, attributes, skills, and actions?" Possible response: Our experience, the advice of others, and the performance indicators provided in Appendix B, FM 22-100 (1999 version) (provided in Student Handout). During the first hour we identified examples of both positive and negative behaviors for each dimension. Appendix B, FM 22-100 (1999 version) provides additional performance indicators for each leadership dimension. In conjunction with the behaviors indicated by the performance indicators, here is a rating system that aids leaders to reliably access what they observe. We'll be using these in a just a few minutes so take note of them.
SHOW VGT 31: Rating Behaviors
Rate Behavior
E S NI
EXCELLENT. EXCEEDS REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT SATISFACTORY. MEETS REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT NEEDS IMPROVEMENT. DOES NOT MEET REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT
Instructor Note: Show the students the example from LA #2 that was written on butcher block or on the board about the assistant squad leader who planned to get his squad to the line of departure. CLASS PE/EXAMPLE: Referring to the posted example -- You will recall that the assistant squad leader took into account the condition of the route and effect darkness would have on the movement speed. We said that the technical, planning, and assessing dimensions applied. QUESTION: How would you rate him for development purposes? Why? In your own words, how does 'excellent' differ from 'satisfactory?' Possible response: Satisfactory seems like the best answer given its a subordinate performing at the Squad Leader-level, but a reasonable case can be made for excellent. Theres not too much information here. The subordinate clearly has a handle on movement. No one should suggest that it is a developmental weakness (needs improvement). So a leader could rate this observation either: Technical: S; Planning: S; and Assessing: S or Technical: E, Planning E, and Assessing: E. SHOW VGT 32: Developing Subordinates (summary)
Developing Subordinates (summary)
Plan where & when to OBSERVE subordinate performance RECORD performance using the START format CLASSIFY behaviors by applying leadership doctrine RATE behaviors guided by performance indications DEVELOPMENTAL COUNSELING Consider other tools; self and associated assessment
Session review: Lets review the highlights of our session today. Instructor Notes: Allow about fifteen minutes at the end of the session to summarize the entire block of instruction. We discussed how to develop subordinates: How to Observe, Record and Assess a subordinate's duty performance. Do you think youll be able to do this once you return to a unit? QUESTION: Why do we do it? QUESTION: Whats leadership doctrine got to do with it? QUESTION: Whats START and how is it used? QUESTION: How do you go about classifying behaviors? SECTION IV SUMMARY Method of instruction: CO Instructor to student ratio is: 1:25 Time of instruction: 00:05 hr. Media: VGT Review/ Summarize Lesson
SHOW VGT 33: Summary
Summary
Counseling

Subordinate-Centered Strategy

Subordinate-centered Goal Oriented
Active Listening Responding Questioning
The Session

Open the session Discuss the issue Develop plan of action Close the session
Purpose
The Process

To develop subordinates
Identify the need Prepare Conduct Assessment
You will become more comfortable with counseling with practice. There is no school solution concerning counseling and there is no guaranteed formula for success. Effective counseling is challenging. Many leaders avoid this challenge and conduct superficial counseling. Do not get trapped in this dead end alley. Get comfortable counseling your subordinates and counsel them often, not just when there is a problem. Follow the guide lines we have discussed today and you will
place your subordinates in a position to develop more quickly and more fully than those who lack the attention of a skilled leader/counselor. NOTE: Determine if students have learned the material presented by soliciting student questions and explanations. Ask the students questions and correct misunderstandings. Check on Learning QUESTIONS a. Describe subordinate-centered communication. (Reference Student Handout, page D-8) b. Why should leaders counsel subordinates? (Reference Student Handout, page D-8) c. Describe the four phases of the counseling session. (Reference Student Handout, page D-20) d. Describe the different types of counseling situations (Reference Student Handout, pages D-14 thru D-17) e. Discuss the qualities leaders must demonstrate in order to be effective counselors, especially the self and cultural awareness attribute. (Reference Student Handout, page D-9 and D-10) SECTION V NOTE: Testing Requirement STUDENT EVALUATION Describe how the students will be tested to determine if they can perform the TLO to standard. Refer student to the Student Evaluation Plan. The evaluation has two parts: Part 1: Preparation for Counseling (role-play). Instructors will assign students a counseling situation from Appendix C and provide students at least 30 minutes to read the situation and complete a Counseling Preparation Form. The student will use the completed form during the counseling role-play. At the end of the course, the instructor will score the Counseling Preparation Form according to the criteria in the Appendix B, Instructor Solutions. This is 33% of the final grade. Part 2. Conduct Counseling (Role-Play). a. Instructor forms the class into groups of three to four to conduct the counseling role-play. Within the groups, students rotate between the roles of a counselor, subordinate, and observer. The instructor will give each subordinate the subordinates handout which corresponds to the situation being used by the counselor. The subordinate will read the handout prior to the beginning of the counseling session. The counselor will counsel the subordinate for a period of approximately fifteen minutes using a Developmental Counseling Form. The instructor grades the students completed Developmental Counseling Form. This is 33% of the final grade. b. The observer will evaluate the counselors counseling performance using the Observers Worksheet. The observer will out-brief the counselor on his/her performance at the conclusion of the counseling session. The instructor will provide an evaluation of the Observers Worksheet as part of the students final grade. This is 33% of the final grade. The theory is that the student will have to demonstrate some mastery of the task to correctly evaluate someone else. The quality of that evaluation is what the instructor will grade. The instructor does not need to actually see the counseling session but can evaluate the Observers Worksheet based on the quality of the observations made (not whether they were necessarily accurate or not).
Scoring: The Observers Worksheet, the Counseling Preparation Form, and the Developmental Counseling Form each constitute 33 points (each equal one-third of the overall score.) Students must receive a total score of 70 out of 99 possible points to receive credit for this task. Points Final Grade 90-100 A 80-89 B 70-79 C 0 - 69 U Grade scale Students will receive an A for attaining exceptional mastery of all standards for the course learning objectives. Students will receive a B for achieving all standards for the course learning objectives. Students will receive a C when they marginally meet all the standards for the course learning objectives. Students will receive a U if they fail to achieve any standard for the course learning objectives. Evaluation Summary The instructor should perform the following actions in the evaluation: 1. Assign each student a counseling situation from Appendix C. 2. Provide each student with at least 30 minutes to read the situation and prepare for counseling. The student should complete the Counseling Preparation Form from the Student Handout. The instructor will collect and grade this form subsequent to the roleplay exercise. 3. After the counseling preparation period, reconvene the class for the evaluated roleplay. Divide the class into groups of three for the role-play. (If the class size is not a multiple of three, round-out a group and serve as the observer or subordinate, or form a group of four students.) Inform the groups to rotate the roles of counselor, subordinate and observer every 15 minutes. No two students within a group may counsel using the same situation. (Note: If the instructor chooses to have fellow instructors serve as observers/evaluators, students should form two person groups and alternate the roles of counselor and subordinate.) 4. Provide each group with a packet of subordinate readings. The counselor should not read the subordinate reading. 5. Brief the class with these instructions: Before counseling, the subordinate must read the reading to familiarize him/herself with the situation. When events arise which are not covered in the reading, make the situation as realistic as possible. The counselor should counsel for approximately 15-20 minutes. The observer should record observations, review the Developmental Counseling Form, score the worksheet and out-brief the counselor. 6. Ensure the groups rotate roles approximately every 30 minutes. 7. Collect the Counseling Preparation Forms, the Developmental Counseling Forms, and the Observer Worksheets, score the Counseling Preparation Forms and the
Developmental Counseling Form according to the criteria in Appendix B, combine the scores from the Observers Worksheet, the Counseling Preparation Form, and the Developmental Counseling Form and inform the student of the overall task score. A score of 70 points is required to pass the task. Instructor Note: Rapid, immediate feedback is essential to effective learning. Schedule and provide feedback on the evaluation and any information to help answer students questions about the test. Provide remedial training as needed. Feedback Requirement If a student did not earn an overall passing score on this task, determine which part(s) of the test was scored at less than 25 points. Provide the student with a new counseling situation and require the student to repeat the appropriate portion of the test.
Appendix A Viewgraph Masters See MS Offce File VGT1260.ppt
A- 1
Appendix B
Test and Test Solutions See MS Office File TST1260.doc
B- 1
Appendix C Practical Exercises See MS Office File PE1260.doc
Appendix D Student Handout

See MS Office File HO1260.doc
Notes to Instructor: 1. The Student Handout contains the information the students will need to complete the training and the evaluation of this task. 2. A Student Handout should be reproduced for each student. 3. The layout of document facilitates head -to-head reproduction, (printing on both front and back of the page.)
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TRAINING SUPPORT PACKAGE (TSP) TSP Number Title 158-E-1260 Counsel Subordinates

Comments/ Recommendations Foreign Disclosure Restrictions

Task(s) Taught or Supported

158-100-1180 158-100-1271 158-100-1361 158-100-1373

Reinforced Task(s) Academic Hours

Communicate Effectively in a Given Situation

The academic hours required to teach this course are as follows:

Test Test Review Total Hours Prerequisite Lesson(s)

Clearance and Access

Army Leadership (1999 version)

Army Mentorship Handbook

Counsel Subordinates Developmental Counseling

Viewgraphs or equivalent Power Point presentation.

Terminal Learning Objective

PRESENTATION ENABLING LEARNING OBJECTIVE A

Leader Development Responsibilities

SHOW VGT 4: Mentorship References

SHOW VGT 5: Counseling

Subordinate-Centered (Two-Way) Communication

should the subordinate be active in the session?

SHOW VGT 7: The Leader as a Counselor

The Leader as a Counselor

SHOW VGT 8: The Leader as a Counselor (Cont.)

The Leader as a Counselor(Cont.)

The Reason for Counseling

- This overriding theme of subordinate development

Directive Nondirective Combined

Counseling Cycle Continuous Process

JODSF / NCOER Checklist Event: Non-select for school / promotion

Personal - Event Oriented

Reception and Integration Positive Performance Referrals

- Crisis - Separation - Promotion Counseling - Corrective Training

Performance and Professional Growth

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Common Counseling Mistakes

Likes Dislikes Biases Prejudices

The Counseling Session

(1) Open the Session

(2) Discuss the Issue

SHOW VGT 17: Develop a Plan of Action

(3) Develop a Plan of Action

(4) Close the Session

Preparation for Counseling

Preparation for Counseling

PART II - BACKGROUND INFORMATION Purpose of Counseling:

PART III - Summary of Counseling Key Points of Discussion:

PART IV - ASSESSMENT OF THE PLAN OF ACTION Assessment:

SHOW VGT 25: Observer's Worksheet

Case Study: __________________________

1. Components of the Counseling Session:

____________ ____________ ____________ ____________

B. Discuss the issue.

C. Develop a plan of action.

D. Close the session.

2. Leader Counseling Skills

____________ ____________ ____________

Total Score: ...........................................................................

Overall strengths of the counseling session:

Areas where improvement is needed:

Observe Observe Behavior Behavior

EXAMPLES Using the START Form

SQD HAD TO RE-DO THE TASK TWICE

SHOW VGT 31: Rating Behaviors